Carries out feasibility studies for establishing new Technical Schools (TS).

Conducts Training Needs Assessment (TNA).

Conducts other research studies as per needs and request to the Division.

Develops data based information system.

Supplies TEVT related information to all the concerned stakeholders.

Makes television programs to inform the public about its activities.

Moreover, It has experiences in providing consultancy in TEVT sub-sector and conducting massive research activities. These research products are used for training, planning and project proposal development.Micro Level Forum is one of the components of Research and Information Division. The objective of this program is to establish a forum for coordination among TEVT and Entrepreneurship Development (ED) stakeholders. It also aims to form better coordination between the technical education and the world of work so that this will help to establish a source of information for TEVT and ED.

EXECUTIVE SUMMARY OF JOB OPPORTUNIY OF DCE GRADUATES

The study on ‘exploring opportunity for DCE graduates from different CTEVT affiliated institutes’ was undertaken in July 2008. The study was basically focused on three main objectives: to identify the employment opportunity of diploma level graduates in IT sector, to explore various types of demand of IT professionals in the market and to collect feedback and comments for making prevailing curriculum of DCE more saleable in the market. In order to achieve the set objectives for the study, different methods were applied. Both qualitative and quantitative information were collected in the study. Journals, and books, in relevant field, IT professionals, teachers, and graduates of computer science, IT entrepreneurs, Higher Level IT Commission and other similar organizations from different districts were the main sources of information. A structured questionnaire was administered to 70 graduate students. Many Focus Group Discussions and Semi Structured Interviews were conducted with IT professionals, managers and teachers from different institutes. Based on these set objectives, the study assessed DCE course, and its market and opportunity. It also assessed status of employment, types of employment, income from employment, employer satisfaction, preferences on employment, perspective on employment opportunity and curriculum development. The study revealed that a more than 54 percent of DCE graduates were employed in different places in and outside the country. Majority of graduates were involved as a computer operator. Although range of salary is in between 5000-10,000 for graduates, employers in majority of the cases were found to be satisfied with their performance. It was found from qualitative discussion that despite low standard curriculum and poor management of institutions the DCE graduates have high demand in job market both in country and abroad particularly in gulf countries, Malaysia, Thailand, and India. Reasons provided behind it were: no high expectation of salary and less conscious to hierarchy and status. It was found to be important from the study that there is a need to change in the curriculum for DCE graduates to improve prevailing employment status. CTEVT seems to be weak in regular monitoring /supervision of its affiliated institutions. It seems true that CTEVT has to require massive marketing of significance and strength of DCE graduates. In this connection, CTEVT should approach to Public Service Commission, Ministries, corporate, industries and other potential employers to create position for DCE graduates. CTEVT should especially approach to PSE to create suitable post to DCE graduate while recruiting for government employment. It is the trend that PSC always recruit short term training holders of IT that has discouraged DCE graduates as they can reveal better performance and wider range of competencies as compared to short term training holder. It was found that students as well as IT professionals were not satisfied with the time given for practical classes. Existing theory course is relatively lengthy as compared to practical portion. So that it should be reversed and should have provision of internship. The study has been able to explore the areas of improvement by subjects, title and sections. Therefore, it would be good to revisit the curriculum for DCE graduates and plan accordingly before implementation through its affiliated institutes. Apart from this, government policy is equally responsible for not creating conducive environment to develop IT as an industry. Remarkable number of graduates was found to be engaged in self employment too. Those who are not getting job at present are also looking for self employment or taking initiative for entrepreneurship. Self employment/entrepreneurship doesn’t only provide employment to in itself it also creates job to other individuals too. Hence it has unseen positive impact in the job market. Field of IT has been expanding day by day even in remote areas of Nepal. Similarly young people are more attracting towards IT and its application. This is encouraging sign for widening job market of DCE graduate in the future.

EXECUTIVE SUMMARY OF LABOUR MARKETS NEED ASSESMENT

Technical and vocational education forms a fundamental part of a country's economy. It builds up human capital needed for the production of goods and services. It provides opportunities to target learners in acquiring knowledge and skills of a particular occupation needed for gainful employment. Although it is not possible to supply skilled human resource in all types of occupations required globally, Nepal can supply part of the semi skilled and skilled human resources required in the foreign employment market. However, due to lack of labor market assessment, the Technical Training Providers (TTPs) have been producing same type of human resource or labours based on traditional technology without considering changing national and international market needs that have changed with the global technological changes. Consequently, employment rate of TEVT graduates is at decreasing mode. Thus, national and foreign labor market needs assessment was urgently felt in order to modify TEVT curriculum so that the TEVT providers could produce skilled human resources as per the needs of global labor market. A study on national and foreign labor market needs assessment has become apparent with the emphasis on investigating: • Situation of internal (national) labor market; • Types of human resources required for internal as well as external labor market; • Types and areas of training required for the changing needs of the labor market. The objectives of this study were twofold: ? First, to identify the Human Resource Needs for internal as well as external labor market; ? Second, to identify the types and areas of training in order to fulfill the changing needs of the labor market. The study was limited to construction, mechanical, electrical, agriculture and hospitality sectors only. It has not covered health sector. Likewise, the study covered 22 districts only, and it was also limited to 95 business and industries and 30 foreign employment agencies, and 11 Nepalese workers returned from foreign employment only. The methodology of the study was as follows: I. This research mainly adopted survey technique of quantitative research using structured questionnaire. However, as required, qualitative data was also gathered through discussion with employers of business and industry and foreign employment agencies, and using semi-structured interview with politicians, social workers and intellectuals. Employers of business and industry. Moreover, interviews with politicians, social workers, and intellectuals as well as foreign employments agencies were also taken for collecting data. After analyzing the data, the following findings were enlisted: 1. In business and industry of Nepal, the number of unskilled workforce is found high. There was inadequacy of skilled workforce. 2. Although the business and industry have human resource development plan, it is geared up through informal training: The unskilled workers learn the skill through the skilled senior workers. Skill learned through such informal way does not have any formal system for skill level assessment. 3. In business and industry, new workforce is not frequently required. If they ever needed new workers, most business and industries get the workers through contact with friends and relatives. Very few business and industries advertise for vacancy. Because of lack of disciplined workers employers of business and industry reluctant to hire new workers through advertisement. 5. Because it is very difficult to get highly skilled workforce, and because of the requirement of skilled and/or highly skilled technical workforce for business and industry to the level of overseer and engineer, in line to the production of skilled or highly skilled technical workforce, establishment of a Technical University was preferred. 6. In order to make the workforce absorbable in the labor market, especially in the context of changing technology as well as competitive labor market that demands skilled and highly skilled workforce, identifying the kind and level of workforce need was preferred by business and industry (Refer to Table 16 for required technical workforce in accordance to New Technology). 7. The trend of workers’ turn over is quite high in business and industries. The main reason for leaving the job by the workers was attraction in foreign employment. Secondly, they left the job due to family reasons. However, family reasons also meant to go to foreign employment expecting to earn more than what is earned here in Nepal, so that he/she can look after the family well. 8. Although foreign employment was not regarded safe in terms of wage and other security, workers were found to leave the job to go for foreign employment with a hope to get higher wage or salary. However, the economic condition of the workers returning from foreign employment was not found that satisfactory. 9. Since the business and industry need skilled technical workforce, but they are not in position to hire new raw or unskilled / semi-skilled workforce frequently, the B & I are in need of multi-skilled workforce who can perform in different areas of work in the industries. 10. Nepalese workers worked mostly in service and production oriented work. The countries where most Nepalese workers went for employment are Malaysia, Qatar, Saudi Arabia, and Dubai. Few went to Singapore and UAE. 11. The occupations, which they worked in, were mainly Scaffolder, Room Service Manager, Service Assistant, Driver, Supervisor, Helper, and Electrician. However, it was also found that the work in abroad was different from what was signed for in the contract. On one hand, the workers are unskilled, even if they have training of few duration, this would not be enough to match the kind of job they do in foreign company. On the other hand, they were paid lower than the agreement. 12. Some workers learned skills such as driving (not mentioned whether heavy or light driving); Plumbing/Rigger/Mason/Painter/Scaffolder; Food and Hygiene; Plate making, Mobile repairing; and fire fighting (Damkal operation). These are the skills, which they could have easily learned in Nepal. 13. Although they learned the skill while working in foreign company, they were not able to use the skill here in Nepal, because of lack of technology that is compatible to the skills they learned or there is no job related to the skill they learned in foreign company. This gave clear indication that first, to identify the kind of skill required for foreign company where the workers are sent, then provide the identified skill training so that the person does not have to feel embarrassed to work in the foreign company. Workers sent to foreign are image of Nepal. Therefore, the concerned needs to work on to keep good image of Nepal. 14. While in foreign employment workers faced many other problems besides skill training problems. The main problems they faced were low salary than what was agreed upon; language problem, even illegal living, and sometimes they were homesick. These facts indicated that for Nepali youth foreign employment is not a choice but it is compulsion, because of lack of employment opportunity in the country as well as lack of skill to earn enough to support the family. Hence, returned workers suggested other Nepalese youth who intend to go for foreign employment to get related skill training before going for foreign employment.

Tribhuvan University (TU) is a public university in Kirtipur, Kathmandu, Nepal. Established in 1959, TU is the oldest university in Nepal. A huge number of students, approximately 272,746 from all over Nepal and abroad, makes it the biggest university in Nepal and 22nd biggest in the world.

The University provides both undergraduate and graduate education. Currently, more than 2,400 courses are offered, of which 300 are for intermediate level courses (equivalent to Higher Secondary School), 1,079 are for undergraduate and 1,000 are for Postgraduate programs. The university has 65 integral colleges and more than 200 affiliated colleges throughout the country. Since it is government financed, it is less expensive than other private universities.

During its 48 years, the state-owned university has expanded its programs in different disciplines. There are five technical institutes and four non-technical faculties, which offer 300 courses in certificate, 1079 courses in bachelor and 1000 courses in master level. Currently, the total courses offered by the university number more than 2400.

Both technical and non-technical Ph.D. programs are available in different disciplines. TU offers a variety of courses of study as required by the nation. Recently TU decided to offer Biotechnology, Dietician, eMBA, Distance Learning Courses at the Master Level and an M.A. in Conflict Peace and Development. M.Phil courses have been started in the faculty of Management, Humanities and Education.

Before 1980, TU offered courses through its constituent campuses only. With the increasing number of students wishing to study at Tribhuvan University, it became necessary to establish colleges in the private sector; the constituent campuses of the university alone could not meet the demand. From 1980, TU began to accord affiliation to private colleges to conduct a variety of programs at different levels. In that year 24 colleges were affiliated to offer the certificate programs. So far 416 colleges, located throughout Nepal, have received affiliation.

There are altogether 272,746 students at TU who study at various levels. The majority of the students (167,114, or 61.27%) are in its 60 constituent campuses spread throughout the country and the remaining 105,632 (or 38.73%) are in the 416 affiliated colleges. Because of the lower fees and easy access,the number of students in constituent campuses is very high.Tribhuvan University has 6,160 teaching faculty members and 6,952 non-teaching staff, including support staff, in its constituent campuses.

Organization

TU is government financed, but still an autonomous organization . The Head of the government, the Prime Minister, is its Chancellor.

Chancellor

(Prime Minister)

⇓

Pro-Chancellor

⇓

Vice Chancellor

⇓

Chairman Prof.

⇓

Rector Prof.

⇓

Registar

Council

Tribhuvan University has five decision-making bodies:

University Council

Executive Council

Academic Council

Research Coordination Council

Planning council

University Council is the supreme body that makes decisions on policies, budget, rules and regulations and the formation of special committees and commissions.

Executive Council implements operational decisions while the University Council accepts donations to the university. It makes decisions on grants, affiliation to private campuses and appointments of university officials.

Pokhara University was established in 1997 as the fifth University in the Country under the government's policy of adopting a multi-University system in the country with aims to expand the access to higher education. The Prime Minister is the Chancellor of the University and the Pro-Chancellor is the Minister of Education. The Vice Chancellor is the Principal Administrator of the University. The central office of the university is located in Lekhnath Municipality, Kaski district, Western Development Region of Nepal.

Although Pokhara University is an independent institution for higher education, its budget is supported mainly by the Government of Nepal through the University Grant Commission of Nepal.

Objectives
* Provide the quality education
* Expand the opportunity of higher education in the country
* Supply skilled human resources necessary for national development
* Enhance academic freedom in the University
* Increase private participation in higher education

Major Activites

Pokhara university has started its academic activities as guided by the Pokhara University act 1996. Its main function is to produce skilled human resources necessary for the national development by providing quality education. In order to achieve such objectives, Semester system based curriculum and evaluation were carried out with high priority to practical knowledge and researches

*

Pokhara University developed its three constituent academic institutions where Bachelor's and Master's Degrees programs are running.

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At present, there are 23 academic institutions under its affiliation with Bachelor, Master, M.Phil and Ph.D.degrees programs.

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Pokhara University has already constructed Central office building, Examination office building, and Academic building in Dhungepatan, Lekhnath Municipality. Other physical infrastructure are in the process of development.

Outcome

Pokhara University has adopted Semester system. All Bachelor's degrees are of four years course extended in eight semester and Master's degrees are of two years extended in four semesters. M. Phil degree is of one and half years extended in three semesters. There are three Faculties such as :

* Faculty of Sciences and Technology
* Faculty of Management Studies
* Faculty of Humanities and Social Sciences

There are about 5400 students altogether in 47 programs. In the fifth convocation of Pokhara University, 937 students were graduated held on January 20, 2006. This number will increase each year since Pokhara University is aiming to Graduate more than 1000 students per year

Pokhara University has been offering different academic programs under the:

Recognizing the need of adequately qualified and capable professionals in various disciplines of Applied Science and Engineering, the Faculty of Science and Technology conducts effective and useful programs.

Realizing the needs and demands of an increasing global market and complex business world, Pokhara University has established the Faculty of Management Studies to offer quality based programs of study in different areas of administration and management.

The Faculty of Humanities and Social Sciences has been introduced, for the first time in Nepal, a three year M. Phil. Program (M.A. and M. Phil.) in English. This program addresses the core issues in education that of production and dissemination of knowledge, and that of the practical application, management and practices of such knowledge in the present and future times. Education of this nature involves innovations in, as well as departures from traditional course design and delivery, and a balanced approach between tradition and modernity. The faculty is determined to provide education that is attuned to the complexities arising from the rapidly changing national and global social, economic and cultural shifts.

1. Bachelor of Arts (BA)
2. Master of Arts in English (M.A. English)
3. Master of Philosophy in English (M.Phil. English)
4. Master of Population, Gender and Development (MPGD)
5. Doctor of Philosophy in English (Ph.D. English)

“To become a world-class university devoted to bringing knowledge and technology to the service of mankind”.

Mission“To provide quality education for leadership”

A Brief Introduction

Kathmandu University is an autonomous, not-for-profit, non - government institution dedicated to maintain high standards of academic excellence. It is committed to develop leaders in professional areas through quality education.

It is located in a mountainous landscape in Dhulikhel Municipality about 30 kilometers east of Kathmandu (KTM) having round-the-year pleasant climate and panoramic Himalayan Views.

KU had a very modest start from a rented building at Tangal, Kathmandu. Now, it has been able to create a built up space of 35518 square meters.

Within a period of 15 years, KU has built not only reasonable infrastructure, but also established a track record of academic excellence. At present, the University offers various undergraduate, graduate and postgraduate programs in science, engineering, medicine,management, education, arts, pharmacy, environment, music, human & natural resources, information technology and biotechnology through School of Science, School of Management, School of Engineering, School of Medical Sciences, School of Education and School of Arts. In addition to 3369 students studying in its constituent campuses 4897 students are in its affiliated colleges Annual intake capacity of KU is 1088, out of them 280 intermediate, 510 undergraduate, and 298 graduate students. KU affiliated colleges have an annual intake capacity of 1194 students.

The academic programs of the University are based on credit-semester system with continuous internal evaluations. The University has adopted 1 to 10 teacher–student ratio. However, KU is very cautious in recruitment of every single faculty or non-teaching staff. The staff strength at KU is 344 for teaching and 158 for nonteaching. The academic calendar of minimum 230 days is strictly adhered to; admission of students is based on merit, based on their score in the previous examination and written and oral entrance tests.

Every School has its own Teacher Welfare Society, Student Welfare Council and Staff Welfare Society. The Executive Board is composed of members elected by teachers and students for the welfare of their community. Quality control is strictly followed in all programs of the university. In addition, to continually enhance the educational standard, KU has been successfully collaborating with more than fifty universities and institutions of international repute for faculty and students exchange programs, credit transfer and joint research work and exchange information. This has helped KU to establish itself well in the world community.

Objectives and ThrustHigher education should become a high quality education resulting in the development of overall personality of the student. As education shapes human life and the type of society in which we live, it becomes an investment to improve the quality of life for everyone in the nation. Therefore, KU is being developed with objectives to:

Promote all-round development of the students’ abilities and personalities;

Develop awareness about the role of science and its application in understanding problems of the contemporary society;

Extend and disseminate knowledge and foster its application;

Create knowledge industry through accessing the sources of knowledge at the global level, processing them and providing access to such knowledge to the people.

Establish a community of scholars, students, and staff in which understanding and
wisdom can grow and flourish.

The main thrust of KU is to make it a research-cum-teaching university in science, management, engineering, medical sciences, arts, and education.

StrategyThe long-term strategy for its development are:

Achieving excellence in teaching;

Providing strong support to professional courses;

Strengthening research activities in the fields of environment, energy, medicinal plants and information technology

As a precursor to the establishment of a University, a team dedicated people first established Kathmandu Valley Campus in 1985 to provide education in Intermediate of Science (ISc). The same team proposed the establishment of Kathmandu University. After thorough discussion on the proposal in the Parliament, Kathmandu University was granted by an Act of Parliament on December 11, 1991.

Important Milestones

August 1985Establishment of Kathmandu University Valley Campus with academic affiliation to Tribhuvan University.Commencement of Intermediate of Science courses.

November 1991
Kathmandu University chartered by an of Act of Parliament.

December 1991
First Senate meeting presided by the Prime Minister and Chancellor of Kathmandu University, Girija Prasad Koirala.
Appointment of Dr. Suresh Raj Sharma as the Vice Chancellor of the University.

January 1992
Appointment of Dr. Sitaram Adhikary as the Registrar of the University.

July 1992
School of Science opened in Tangal.
Appointment of Dr. Bhadra Man Tuladhar as the Dean of the School of Science.
Commencement of Kathmandu University's own Intermediate of Science courses.

August 1993
School of Management opened in New Baneswor.
Appointment of Professor Krishna Swaminathan as the Dean of the School of Management.
Commencement of Masters of Business Administration program.

March 1994
Academic council decided to introduce three-year degree programs for B.A./B.Sc. pass, and four year degree programs for B.A.,B. E.,B. Sc. honours and B.Pharm.

July 1994
Establishment of School of Engineering at the new University Campus in Dhulikhel.

December 1994
Provisional affiliation granted to the Manipal College of Medical Sciences, Pokhara, to run MBBS program.

August 1995
Inauguration of the University at Dhulkhel by HRH Crown Prince Dipendra Bir Bikram Shah Dev
Appointment of Professor Bijay K.C. as the Dean of the School of Management.
First Convocation Ceremony of 18 MBA graduates.

November 1995
Appointment of professor B.L. Anantharamu as the Dean of the School of Engineering.

August 1996
Provisional affiliation granted to the College of Medical Sciences, Bharatpur, to run MBBS program.
Provisional affiliation granted to the St. Xaviers College, Kathmandu, to run BSW program.

October 1996
KU obtained associate membership of the Association of Indian Universities.

November 1996
Inauguration of department of Music, Bhaktapur, by His Excellency President of the Federal Republic of Germany Professor Dr. Roman Herzog.

August 1997
Provisional affiliation granted to St. Xavier's College, Kathmandu to run three-year B.Sc.(Environmental Science) program.
Provisional affiliation granted to Kathmandu College of Management, Kathmandu, to run three-year BBA program.

February 1998
Establishment of the School of Education postgraduate programs in New Baneswor and in-sevice teacher education programs at the University Campus in Dhulikhel.

May 1999
Appointment of :
Dr. Bhadra Man Tuladhar as the Dean of the School of Engineering.
Dr. Surendra Raj Kafle as the Dean of the School of Science.
Dr. Narendra Rana as the Dean of the School of Medical Sciences.
Dr. Kedar Nath Shrestha as the Dean of the School of Education.

August 1999
Provisional affiliation granted to (a) Little Angel's College, Kathmandu, and (b) Nepal College, Kathmandu to run BBA program.
Provisional affiliation granted to National College of Higher Education, Kathmandu, to run B.A. in Development Studies program.

September 2000
Launched graduate programs in Environmental Science and Pharmacy.
Commencement of MBBS program under the School of Medical Sciences.

September 2001
Commencement of the Graduate Programs in Information Technology, Communication Engineering and Mechanical Engineering under the School of Engineering.

May 2002
Appointment of Dr. Pushpa Raj Adhakary as the Dean of the School of Sciences and Director of Student's Affairs.

July 2002
Appointment of Dr. Bhadra Man Tuladhar as the Dean of the School of Arts, Controller of Examinations and Director of Planning and Development.
Appointment of Prof. Dinesh Prasad Chapagain as the Dean of the School of Engineering.

September 2002
Commencement of the four-year course on Buddhist Studies under the School of Arts.

August 2003
Launched B.Tech. in Biotechnology course under the School of Science.
Launched Diploma in Fine Arts under the School of Arts.

January 2004
Launched MA in Human and Natural Resources Studies under the School of Arts.

August 2004
Launched Bachelor of Fine Arts under the School of Arts.
Launched ME in Electrical Power Engineering Program with the collaboration of NTNU Trondheim, Norway and financed by NORAD.

March 2004 Launched postgraduate program at Bangalore, Mangalore and Manipal, India in Psychiatry and Pathology in collaboration with MEMG, India;

August 2005
Started four year bachelor course in Environmental Engineering;
Granted affiliation to Scheer Memorial Hospital College of Nursing to run BSc., Nursing;

September 2005
Launched four-year Bachelor program in Human biology;

February 2006
Started Four year Bachelor program in Media Studies; Granted affiliation to Kathmandu Medical College to run BSc Nursing program;

February 2006 Launched MEd program in Mathematics;

August 2006 Started one year Postgraduate Diploma in Environmental Education and Sustainable Development in association with Norwegian University of Life Sciences and Oslo University College, Norway;

March 2007
Appointment of Dr. Bhadra Man Tuladhar as the Registrar of the University;

April 2007 Started two-year MEd program in Environment Education and Sustainable Development in collaboration with University of Oslo and Norwegian University of Life
Sciences, Norway;

May 2007
Establishment of Confucius Institute at KU with collaboration Hebei University of Economics & Business;

August 2007
Launched four-year Bachelor of Engineering program in Geomatics Engineering in collaboration with LMTC; Granted affiliation to Kantipur Dental College to run four year BDS program;
January 2008
Decided to launch Distance Education program in various academic courses;
February 2008
Launched Postgraduate Diploma in Security Management;
February 2008
Third South Asian University Youth Festival was held in Dhulikhel; 32 universities participated.